What Massive Open Online Course (MOOC) Stakeholders Can Learn From Learning Analytics?

📝 Abstract

Massive Open Online Courses (MOOCs) are the road that led to a revolution and a new era of learning environments. Educational institutions have come under pressure to adopt new models that assure openness in their education distribution. Nonetheless, there is still altercation about the pedagogical approach and the absolute information delivery to the students. On the other side with the use of Learning Analytics, powerful tools become available which mainly aim to enhance learning and improve learners performance. In this chapter, the development phases of a Learning Analytics prototype and the experiment of integrating it into a MOOC platform, called iMooX will be presented. This chapter explores how MOOC Stakeholders may benefit from Learning Analytics as well as it reports an exploratory analysis of some of the offered courses and demonstrate use cases as a typical evaluation of this prototype in order to discover hidden patterns, overture future proper decisions and to optimize learning with applicable and convenient interventions.

💡 Analysis

Massive Open Online Courses (MOOCs) are the road that led to a revolution and a new era of learning environments. Educational institutions have come under pressure to adopt new models that assure openness in their education distribution. Nonetheless, there is still altercation about the pedagogical approach and the absolute information delivery to the students. On the other side with the use of Learning Analytics, powerful tools become available which mainly aim to enhance learning and improve learners performance. In this chapter, the development phases of a Learning Analytics prototype and the experiment of integrating it into a MOOC platform, called iMooX will be presented. This chapter explores how MOOC Stakeholders may benefit from Learning Analytics as well as it reports an exploratory analysis of some of the offered courses and demonstrate use cases as a typical evaluation of this prototype in order to discover hidden patterns, overture future proper decisions and to optimize learning with applicable and convenient interventions.

📄 Content

Draft Version- Originally published in: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30. http://dx.doi.org/10.1007/978-3-319-17727-4_3-1

WHAT MASSIVE OPEN ONLINE COURSE (MOOC) STAKEHOLDERS CAN LEARN FROM LEARNING ANALYTICS?

Mohammad Khalil Graz University of Technology, Graz, Austria, mohammad.khalil@tugraz.com

Martin Ebner Graz University of Technology, Graz, Austria, martin.ebner@tugraz.com

Draft Version- Originally published in: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30. http://dx.doi.org/10.1007/978-3-319-17727-4_3-1

Abstract Massive Open Online Courses (MOOCs) are the road that led to a revolution and a new era of learning environments. Educational institutions have come under pressure to adopt new models that assure openness in their education distribution. Nonetheless, there is still altercation about the pedagogical approach and the absolute information delivery to the students. On the other side with the use of Learning Analytics, powerful tools become available which mainly aim to enhance learning and improve learners’ performance. In this chapter, the development phases of a Learning Analytics prototype and the experiment of integrating it into a MOOC platform, called iMooX will be presented. This chapter explores how MOOC Stakeholders may benefit from Learning Analytics as well as it reports an exploratory analysis of some of the offered courses and demonstrate use cases as a typical evaluation of this prototype in order to discover hidden patterns, overture future proper decisions and to optimize learning with applicable and convenient interventions. Key words MOOCs; Learning Analytics; Evaluation; Visualization; Privacy

Draft Version- Originally published in: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30. http://dx.doi.org/10.1007/978-3-319-17727-4_3-1

Introduction Over the past decade, learning has been evolved from its traditional classroom-based forms in a way that is leading to new forms of learning based on technology and distance, moving from a simple idea into a real mainstream. Garrison and Kanuka (2008) showed that the new learning forms using Educational Technology (eLearning) matured into several types of Technology Enhanced Learning, Blended Learning and Online Learning. Different terms for learning through technology have recently come into use, including e-learning, distributed learning, distance learning, web-based learning, tele-learning, and networked learning (Ally, 2004). It is now obvious that the Internet has altered the learning models of educational institutions in schools, academies, and universities. Learning through technology, and specifically online learning, offers flexibility of access anytime and anywhere (Cole, 2000). For example, exchanging information between students and tutors may happen through technology devices such as mobiles and computers. At the moment, students can access learning materials, take quizzes, ask questions, engage with their colleagues and watch learning videos through the Internet. On the other hand, teachers can examine their students’ performance through different applications which ease their supervision duties. Concepts of traditional learning have changed, and the upcoming technologies created new learning environments that did not exist previously. Khalil and Ebner (2015b) listed some of the recent models that are commonly used in Technology Enhanced Learning environments, and these are: “Personal Learning Environments (PLE), Adaptive Hypermedia educational systems, Interactive Learning Environments (ILE), Learning Management Systems (LMS), Learning Content Management Systems Draft Version- Originally published in: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30. http://dx.doi.org/10.1007/978-3-319-17727-4_3-1

(LCMS), Virtual Learning Environments (VLE), Immersive Learning Simulations (ILS), intelligent tutoring systems, mobile learning and MOOCs”. Despite the massive quantity of learning contexts, each learning environment is a unique system by itself.
Ever since Siemens and Downes created an open online course in Canada, the MOOCs revolution has been spreading quickly among the fields of online education (McAuley, Stewart, Siemens, & Cormier, 2010). One of the eminent MOOCs movements to have arisen is that which developed after Sebastian Thrun of

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